The Possibilities of ABA Therapy in Vocabulary Development of Preschoolers with Autism

Abstract

Developing vocabulary and semantic abilities in preschool children with Autism Spectrum Disorder (ASD) is a pressing issue in modern special education. Lexical and semantic development in children with autism significantly impacts their social and cognitive adaptation, as well as their integration into the educational system. Therefore, this research work was aimed at identifying the possibilities of adaptive ABA therapy (Applied Behavior Analysis) used in vocabulary development.

The aim of the research is to theoretically and empirically validate the effectiveness of an adapted ABA therapy program for developing the lexical and semantic aspects of speech in children aged 3 to 6 with autism. The study used diagnostic tools, formative and control experiments, as well as quantitative and qualitative analysis methods. The experimental work was carried out in two rehabilitation centers in Kazakhstan, involving 60 children. The results demonstrated the high efficiency of adapted ABA therapy in increasing vocabulary, understanding and applying word meanings, and improving overall speech skills. In the experimental group, the average score increased significantly (from 60.8 to 85.5). Qualitative analysis revealed improved semantic accuracy and the ability to use words appropriately in context. The value of this study lies in its introduction of the first comprehensive scientific basis for the use of adapted ABA therapy for Kazakh- and Russian-speaking children with autism in the national education system. Its practical significance is in offering a structured speech intervention model for speech therapists and special educators, facilitating its effective implementation in the educational process.

Key words: ABA therapy, autism, lexical development, semantic development, preschool children.